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6.
<ul><li>First: Who and what determines the National and Local Standards: </li></ul><ul><ul><li>Local Standards are developed and determined by classroom teachers and are aligned with National Science Standards as decided by the National Science Teachers Association , and the National Science Education Standards by the National Research Council. </li></ul></ul><ul><ul><li>These Guam Public School System K-12 Content Standards and Performance Indicators entail exactly what every public school student should know, be able to do, and care about . </li></ul></ul>National and Local Standard Alignment

7.
Harcourt Science aligned with National Standards: <ul><li>GPSS names the Harcourt International Series as the specific and only text that should be used in Guam public school science instruction, due to the fact that the Series has not only aligned the text with National Standards, but also lists the application and occurrence of the specific standards. This listing is located in the back of the Teacher’s Edition. Additionally, a similar listing of the Science Process Skills is located at the beginning of every Unit. </li></ul>

8.
GPSS Standards for Grades K-12 Science <ul><li>Develop an understanding of the major concepts in the Natural Sciences </li></ul><ul><li>Develop the main science processing and critical thinking skills </li></ul><ul><li>Apply scientific knowledge and technology to selected personal, community, community, and worldwide issues; and, </li></ul><ul><li>Become aware with science-technological careers and hobbies </li></ul>

12.
Reaching all Learners <ul><li>Strategies for Multi-Age classrooms </li></ul><ul><ul><li>Younger/less advanced students work with older/higher advanced students </li></ul></ul><ul><li>Strategies for ESL Students </li></ul>

16.
Weaknesses <ul><li>No parent link on homepage </li></ul><ul><ul><li>Create an account in order to view under science section </li></ul></ul><ul><li> Book lacks </li></ul><ul><ul><li>Parental involvement </li></ul></ul><ul><ul><li>Cultural relevance </li></ul></ul><ul><ul><li>Limited incorporation of technology </li></ul></ul><ul><li>Online extensions require login </li></ul><ul><li>School to home connection </li></ul><ul><ul><li>One per chapter </li></ul></ul><ul><ul><li>Included only in the teacher resource book </li></ul></ul><ul><li>Most schools have to share one if that </li></ul>

24.
Phases of the Moon Activity <ul><li>Assignment </li></ul><ul><ul><li>The students will watch the moon for 2 weeks and record the different moon phases in their journal. From that they will create their own “Moon Phases” charts. Students will explain, describe, and label each phase. </li></ul></ul><ul><li> </li></ul>

25.
Rubric Assessment CATEGORY Magnificent Accomplished Developing Basic Drawings/Diagrams Clear, accurate drawings of the moon are included and make the explanation easier to understand Drawings of the moon are usually included and make the explanation easier to understand Drawings of the moon are often included. A few drawings or no drawings of the moon are included. Description Student includes a description each day of what the moon looks like, how much of the moon can be seen, and how it has changed since the night before. Student usually includes a description each day of what the moon looks like, how much of the moon can be seen, and how it has changed since the night before. Student occasionally includes a description each day of what the moon looks like, how much of the moon can be seen, and how it has changed since the night before, or student has an incomplete description each day. Student rarely includes a description each day of what he moon looks like, how much of the moon can be seen, and how it has changed since the last night before Labeling Each phase of the moon is labeled accurately. Most phases of the moon are labeled accurately. Some phases of the moon are labeled accurately. A few, if any phases of the moon are labeled accurately. Required Elements The product includes all required elements as well as additional information. All required elements are included on the product. All but 1 of the required elements are included on the product. Several required elements were missing.

26.
Field Trip to Planetarium <ul><li>As an introduction to the unit, students will go on a field trip to the UOG planetarium. The show chosen is culturally relevant – based on the ancient Chamoru legend of Puntan and Fu’una – the giant brother and sister who roamed space and finally decided to use their bodies to create land on earth to make it habitable. </li></ul><ul><li>Four Points we will cover in discussing this activity </li></ul><ul><ul><li>How to do it </li></ul></ul><ul><ul><li>Who’s involved </li></ul></ul><ul><ul><li>Who it accommodates </li></ul></ul><ul><ul><li>How we plan to assess the knowledge gained during the field trip </li></ul></ul>

28.
Field Trip to Planetarium <ul><li>Who’s Involved </li></ul><ul><ul><li>Students, Parents and Educators will all be involved in this activity. </li></ul></ul><ul><li>How We Plan to Assess </li></ul><ul><ul><li>Assessment for this activity will be through a collection of information – observations of the teacher during discussions, student participation, and a few questions included in the unit assessment: </li></ul></ul><ul><ul><li>Compare what you learned from the field trip to what you learned after studying the unit. </li></ul></ul><ul><ul><li>What tools might scientists have used to find all the information needed to make the planetarium show? </li></ul></ul>

30.
Assessment <ul><li>Assessment for this activity will be through a collection of information – observations of the teacher during discussions, student participation, and a few questions included in the unit assessment: </li></ul><ul><ul><li>Compare and describe what you learned from the field trip to something that you learned from the textbook. </li></ul></ul>Category Magnificent Accomplished Developing Content Knowledge Student compared and described details of information learned from the book and from the field trip. Student briefly compared and described some detail and information from the book and the field trip. Student did not compare or describe any detail from the text and from the field trip.

31.
Planetarium Activity <ul><li>Materials: large trash bags, tape and a fan </li></ul><ul><li>Directions: </li></ul><ul><li>Before Activity </li></ul><ul><ul><li>Discuss the rubric with the children ahead of time – if possible, create the rubric with the children </li></ul></ul><ul><ul><li>Be sure to remind children they will be graded as a group </li></ul></ul><ul><ul><li>To prepare planetarium (this can be done ahead of time or with children) </li></ul></ul><ul><ul><li>Seal all four edges of the plastic sheets together with tape </li></ul></ul><ul><ul><li>Carefully slice a vertical (up and down) opening on one end of the plastic </li></ul></ul><ul><ul><li>Attach a black plastic trash bag to the opening by sealing it with tape </li></ul></ul><ul><ul><li>Cut open the other end of the trash bag and seal it around the fan to form a tunnel </li></ul></ul><ul><ul><li>Turn on the fan and watch the planetarium inflate </li></ul></ul><ul><li>Activity </li></ul><ul><ul><li>Group children </li></ul></ul><ul><ul><li>Have them design a constellation and a story about why it is that shape, or where that shape came from. </li></ul></ul><ul><ul><li>Then create a template of the shape to poke holes through the planetarium </li></ul></ul><ul><ul><li>Present their stories </li></ul></ul><ul><li>After Activity - Assessment </li></ul><ul><ul><li>Use attached rubric to evaluate students </li></ul></ul><ul><ul><li>Students will be evaluated as a group </li></ul></ul>